Fathers have traditionally taught sons (and daughters) the importance or hard work and working hard, another related topic of which Rowe speaks eloquently. And it's usually the man doing the manual, tiring labor, those dirty jobs that modern society spurns but without which we'd still be sitting in dimly lit mud huts. I've been watching a crew run water and sewer nearby to connect a new school the past couple months. Everyday, in shitty, wet, cold weather, slogging in the slop and mud so your precious snowflakes have clean water and sanitary plumbing while getting brainwashed that these guys have no value in society and more importantly need to be punished for their white, male privilege.
Sidebar: I can rattle off so many examples of people I personally know that had or continue to have issues due to shitty parents fucking them up. Both fathers and mothers. But it all stems from degenerate, selfish, Marxist, left ideology that infects the world.
Very very correct.
One of the purposes of schooling is to teach the same thing that Fathers know to do perfectly, but in an Imperfect way.
By imperfectly teaching a child the same skills that a parent knows perfectly, the child becomes dependent on the authority figure. Teachers will never have the same skillset as someone who actually applies what they teach in real life. When those children try to apply the imperfect methods taught in schools, they are doomed to fail, which causes a catastrophic chain reaction. The time that children spent in govt classrooms is time that those children would bond with their parents, while their parents teach them to become self sufficient and independent. Today, men are treated as sperm donors and the State acts as the surrogate parent, both denying a natural family relationship, and promoting unhealthy dependencies on the state to take care of them forever.
The problems of education weigh just as heavily on the rest of the families as they do on the rest of the children. Women tend to self identify by what they are, but men self identify by what they do. Major difference, but very important. For female children, a responsible father creates an image in the mind of the child of what a man should be. A responsible, honest, stern yet caring, provider and protector. A positive role model. The image of the father becomes the type of man the female child will grow up to seek. The same is also true for male children, but the mental image of the father figure is what the male child will strive to become.
When the father is removed from the family dynamic, the natural positive image of a man is never formed. But, some mental images are still formed. Teachers that shuffle children off year after year to other teachers can leave many children without fathers with an early idea of abandonment by the father figure. They learn to resent men for that feeling of abandonment, and see both the men and themselves as disposable to society with no clear purpose to fill or direction to take. When those children without fathers and only govt surrogate parents start to come to age, they see relationships as disposable based on the number of times their parent figures being the teachers have shuffled them off to another group think litter with yet another different Teacher taking on the temporary surrogate role of Parent. Children do not just learn the subject matter that is taught in schools, but the symbolism of disposable teachers replacing their own families. Most of what humans learn in their early years is formed within the first five years. If what is taught is that they are disposable and it is expected to see all humans as temporary and disposable, they will grow up to continue the same activities as they were taught in early childhood.
English is not the only thing that is taught in English class, nor Math being the only subject in Math class. Children are taught to have fixed reactions of habit to figures of disposable authority. They are taught to be dependent on temporary authority for more wrong answers and meaningless conclusions. They are taught to fear failure. They are taught to be confused. They are taught obedience. They are taught to shun other children who do not meet the standards set by the temporary figures of authority.
What they are not taught is just as damaging as a person can die of dehydration as easily as they can drown. Either too much or too little of anything can be highly destructive. Thus, what they are not taught is just as important as what they are taught. They are not taught the skills of their parents because there is no father (sometimes mother) to teach them. They are not taught independence. They are taught to associate grades with a sense of self worth, while a true parent would teach them to forgive themselves and look at a mistake as an opportunity to learn. They are not taught to have meaningful healthy long term relationships. They are not taught balanced self discipline. They are not taught to think. They are taught to obey a clock and to perform repetitive meaningless tasks that achieves nothing but the temporary praise of the temporary authority. They are taught to hold on to one idea, to never challenge that idea which results in never fully understanding that idea.
They are not taught to entertain several ideas at the same time, compare those ideas without either immediately accepting or rejecting those ideas, and decide for themselves which ideas are truly the best idea for any given situation, thus they have no self reliance. Schools teach that one figure of temporary authority should control entire groups, despite the one authority figure being far outnumbered by the number of people in the group. They are taught fear of reprisal. They are taught to accept the ideas of the group should be beheld and displace and self drawn conclusion. They are not taught to reject ideas which violate the very principles of natural order. They are both not taught to think while simultaneously taught to not think. They are taught that parents have no purpose. They are taught that their natural parents will never protect them from false figures of authority. Children are taught to remain childish well beyond the term in nature, which is where the word adolescent comes from, and grow into Adult Children. They are taught their only responsibility in life is obedience. They are taught subjects in a way that removes the insights that each subject brings. They are taught greed, jealousy, envy and fear in place of positive ideals and methods. They are taught to have blind obedience to stupid orders as opposed to only complying yet still questioning sensible orders.
Children are taught to have as little natural curiosity about the world. They are taught to not question why they are being systematically sorted and catergorized where their only value to society is their date of manufacture and their ability to blindly regurgitate only that which has already been said by those temporary figures of authority. They are taught to accept they will be trained only so far as their likely destination in the social machine. They are taught to accept irresponsible levels of debt in order to have a chance of advancing their precious social status. They are taught to gamble with their own lives. They are taught that knowledge, wisdom, and insight are to be Paywalled at all times, those same things they may have asked their parents how to do for free. Children are taught to be alike and not unique, which robs them of their ability to self define their own purpose and function in society. The direct result of this is that their future behavior will be mathematically predictable in service to the controllers of society.
The results of all of the things that are taught and not taught in Public Schools, and exacerbated by the lack of a family model upon which to form strong positive mental images of what a mother and father should be, transform the child from a unique powerful human into a narcissistic dependent manipulable obedient working consumer that seeks to better themselves at the expense of others by calling for the rulers to take from the Haves and give it to them as a form of welfare. They are taught that others should die to protect their own ideals and damaged philosophies while not entertaining a single word of any idea which challenges their assigned world view. Their lives are valued by the rulers what can be taken from them, and those same rulers damaged just as much as their own. Those children who are better at speaking and maintaining the template of humanity are granted their own positions of authority to maintain the cycle, as so long as it can be sustained. The lower classes will show the support of only those who make the biggest empty promises and validate their own self serving natures. They are not taught to maintain small strong social structures like family or community, but that state worship should come at the expense of all other things.
This is the consequence of removing first the father, then the mother from the family model. Someone needs to "raise the children". This plays into the Hegalian Dialectic of Problem Reaction Solution, whereby the solution is to sacrifice the minds of the children to the state as the only possible way forward. When a parent dies, a child becomes aware of their own mortality. When a child dies, a parent loses their immortality. Those parents will always be willing to offer up their children to the state in fear of losing their own immortality altogether. The state expands to meet the increased needs and demands of the state. A template of society that is simply not sustainable forever. It only serves those in power right now. Schools are created as the surrogate fathers and destroy the natural long term society in their end. The consequences are Generational, and may take millennia to repair the damage done to the framework of society.
Liberty is the only thing that can immunize the mind against the society levels of destructiveness that is wrought upon us by the rulers. Men have two types of freedom, the freedom to do what they want, and the freedom to do what they should. People die and are killed off. When this unfortunate event happens in a healthy society, responsible men will guide children that are not their own and still maintain the natural normal healthy order and the benefits of an extended family. Taking on the responsibility of others in order to serve the people and not the state is an ultimate expression of the freedom of responsibility that a man can take.
The Family, particularly the Father, is the most dangerous thing in the formation of the ideas in the minds of children as can be held against the power of the state. All of these things, including but not limited to the furtherment of Public Schools, is the direct result of the removal of one or both parents to the family.
